RESUMEN
OBJECTIVE: The aim of the study is to analyze the formation of professional communicative literacy of future medical workers, which includes a personal development component provided by independent language preparation for the use of medical terminology. PATIENTS AND METHODS: Materials and methods: The diagnostic stage, which was conducted in 2019-2020, included 400 students from four higher educational institutions: I. Horbachevsky Ternopil National Medical University, Danylo Halytsky Lviv National Medical University, Ivano-Frankivsk National University, Uzhhorod National University. These are students who completed the study of such disciplines as "Latin language and basics of medical terminology", "Human anatomy", "Histology", "Pharmacology" in the 1st year of studying. RESULTS: Results: The comparative analysis shows that this determined the level of formation of the students' motivational sphere in the direction of speech preparation for the use of medical terminology in Latin language classes, and the following results were obtained. With regard to the main motivating points for Latin classes, it was established that 115 (28.75%) young people study it with great interest, strive to improve their knowledge of medical terminology further, as they are sure that they will definitely need it in their future professional activities. CONCLUSION: Conclusions: Research and experimental verification of the effectiveness of pedagogical conditions and the structural-functional model of professional language training of future doctors for the use of medical terminology took place during the training of first-year-students at the higher educational establishment. Innovative methods of developing critical thinking, information and interactive technologies were used.Positive changes in the results of professional and language training of CG students (increase in average figure from 3.51 to 3.69 points) are caused by the natural influence of the traditional educational process, and changes in average figures in EG (from 3.51 to 3.92 points) show the effectiveness of implementation of defined pedagogical conditions.
